Integration Of Character And Moral Values In The Implementation Of Teacher Practices In Indonesian Elementary Schools: A Literature Review

Juni Kartika; Adyati Nur Afifah; Nurzahrawani Aninda Zakiyah; Ade Arisandy; Lalu Sumardi; Edy Heriyanto

doi:10.63922/ijevss.v5i03.4272

Juni Kartika Universitas Mataram
Adyati Nur Afifah Universitas Mataram
Nurzahrawani Aninda Zakiyah Universitas Mataram
Ade Arisandy University of Mataram
Lalu Sumardi University of Mataram
Edy Heriyanto University of Mataram

DOI: https://doi.org/10.63922/ijevss.v5i03.4272

Keywords: character education; moral values; elementary school; teacher practice; Systematic literature review.

Abstract

Character and moral education in Indonesian elementary schools faces increasingly complex challenges along with social changes and the transformation of education policies towards the framework of the Graduate Profile Dimension (DPL) and Deep Learning. This study aims to analyze: (1) the role of teachers as moral role models and character builders of students; (2) strategies for habituation and integration of character values in learning practices; (3) the role of PPKn, school culture, and local wisdom in strengthening moral education; and (4) challenges in the implementation of character education in the transition to DPL in Indonesian elementary schools. The research uses the Systematic Literature Review (SLR) method with the guidelines of PRISMA 2020. Literature searches were conducted through Google Scholar, Scopus, ERIC, Garuda Dikti, and SINTA for publications in 2015–2026. Of the 90 initial recordings, 43 sources were obtained that met the inclusion criteria. Data analysis used the thematic analysis of Braun and Clarke (2006). The results of the study show four main themes, namely: teachers as moral examples through exemplary behavior and integrity; habituation strategies through daily routines, thematic learning, and Deep Learning approaches; strengthening character through PPKn, school culture, and local wisdom; as well as implementation challenges in the form of inconsistencies in teacher practices, limitations in professional training, and complexity of eight-dimensional integration of DPL. This research also produced a proposed Taxonomy of Teacher Practice (TPT) which consists of four categories, namely exemplary, structured habituation, contextual integration, and evaluation and reflection. The findings show that character and moral education is more effective when applied consistently through teacher examples, meaningful habituation, supportive school culture, and integration of values in local contexts and national education policies.

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